Project Details

Enhancing English Reading Skills of Children Living in Poverty by E-books: A Randomized Experimental Study

This proposed study is a 4-week cluster randomized, controlled intervention trials, in which 120 kindergarten year 2 students aged 4 and 6 will be recruited, following a 2x2 factorial design, randomly assigned to one of the following four groups: 1) students independently read four e-books with multi-media illustrations (including motion, music and sound); 2) students independently read four e-books with interactive features (e.g. hotspots for vocabulary instruction); 3) students independently read four e-books with both multi-media illustrations and interactive features; and 4) children independently play non-literacy related computer educational games related to mathematics. Participants will be recruited from 8 kindergartens and they will go through a screening, a pre-test assessment (20 minutes and within two weeks prior to the intervention), an intervention stage (4 weeks), and finally a post-test assessment (30 minutes and within 5 days after the last session of intervention). The intervention will take eight sessions spread over 4 weeks (2 per week) and children will read two stories per session and four different stories each four times. The order of the stories will be randomized and each session will last for about 12-14 minutes. Their receptive and expressive, and target vocabulary will be measured in pre- and post-test assessment while their retelling one of stories and story comprehension will only be post-tested. Theoretically, the proposed study will make a significant contribution to the literature regarding the impact of technology-enhanced storybooks on second language development by differentiating a number of theories, including the dual coding theory, the visual superiority theory and the cognitive load theory. In addition, the findings of this proposed study may also have strong policy implications by developing and evaluating a low-cost but effective intervention that helps a lot of children living in poverty in their English learning.

Commencement Date : 2018/5
Completion Date : 2019/4
Chief Investigator(s) : Dr CHEUNG, Chi Kin 張志健 [APS]
Co-Investigator(s) : Dr MA, Qing 馬清 [LML]
Dr YEUNG, Siu Sze 楊少詩 [PS]
Prof CHOU, Kee Lee 周基利 [APS]





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